مشروع املعايري املهني�ة للمعلمني وأدوات التقويم

معايير معلمي اللغة اإلنجليزية

نسخة جتريبي�ة

1437هـإعداد إدارة االختب�ارات املهني�ة

General SupervisorDr. Faisal ibn Abdullah Al Mishari Al Saud

Scientific supervisorDr. Abdullah Ali AL Qataee

Project ManagerDr. Abdullah AL Sadaawi

Prepared byDr. Mohammed Al GudhieenDr. Fayez Al GhamdiDr. Abdulrahman Al Tamimi

Reviewed byDr. Abdulaziz Al NofalDr.Ghurmallh Al GhamdiDr. Fahad Al JumahDr. Abdulrahman AlshamraniDr. Omar Johnstone

Domain Standard Indicators

Language Pedagogy

3.9.1: Teachers know and

understand listening and

speaking strategies.

1) Know current trends in research on language teaching pedagogy relative to L2 speaking and listening.

2) Know effective teaching strategies relative to L2 speaking and listening.

3.9.2: Teachers know and

understand reading comprehension

strategies.

1) Know current trends in research on reading pedagogy relative to L2 reading.

2) Know effective teachings strategies relative to L2 reading comprehension.

3) Know current trends in research on reading pedagogy relative to L2 vocabulary development and measurement.

3.9.3:Teachers know and

understand the writing processes

of English.

1) Know current trends in research on writing pedagogy relative to L2 English composition.

2) Understand the writing as a process.3) Be able to use Web 2.0 tools and stand-alone computer applications

to support instruction in EFL writing.4) Know effective teaching strategies relative to L2 writing.

3.9.4: Teachers know how to plan learning activities relevant to EFL learning goals and curriculum requirements.

1)Knowhowtoplanvaried,flexibleandcoherentlearningactivitiesandlessons.

2) Able to sequence instruction to achieve module, lesson, and course level learning objectives.

3.9.5: Teachers know how to develop and

select appropriate methods for

assessing EFL student learning

that are consistent with learning goals.

1) Know how to design assignments that are linked to learning goals and content.

2) Know how to select assessment criteria that measure the achievement of learning goals.

Domain Standard Indicators

Curriculum Design

3.9.6: Teachers know how to access and

design a range of appropriate

learning resources

1) Have familiarity with a wide variety of print and electronic learning resources related to the curriculum they teach.

2) Know how to access, select and adapt learning resources based on learning goals and outcomes.

3) Know how to integrate electronic / digital learning resources in their teaching.

4) Know how to motivate and train students to use a variety of learning resources and become independent learners.

3.9.7: Teachers know how to set appropriate EFL learning goals.

1)Know how to develop clearly defined, achievable, andmeasurablelearning objectives at course, module, and lesson level.

2) Know how to communicate learning goals to their students clearly, both verbally and in writing.

3.9.8: Teachers apply knowledge of students’ diverse

backgrounds, abilities, needs and

interests to plan effective learning experiences.

1) Recognize students’ unique academic and intellectual abilities.2) Design language lessons that take into consideration unique academic

and intellectual abilities of all students.3) Adapt language lessons to accommodate their students’ personal

interests and abilities.4) Design language lessons that are appropriate to students’ cultural and

socioeconomic backgrounds.

3.9.9: Teachers use a variety of teaching

methods that promote student engagement in

language learning.

1) Use innovative teaching strategies that enhance student language learning motivation.

2) Create a positive classroom environment that encourages creativity and autonomous learning.

3) Use teaching methods that develop critical thinking and problem solving skills.

4)Useteachingtechniquesthat linkstudentpersonalexperiencesandcontemporary issues to language learning.

5) Use teaching strategies and media that help students appreciate and enjoy language learning.

دليل المتقدم الختبار معلمي اللغة االنجليزية6

Domain Standard Indicators

Theoretical Knowledge

3.9.10: Teachers know the

psychological, cognitive and social

characteristics of EFL students in various stages

of language development..

1) Understand theories of cognitive development and how they relate to language learning and literacy.

2) Understand theories of second language acquisition.3) Understand the stages and obstacles of second language acquisition.

3.9.11: Teachers have general knowledge of language as a

system.

1)Knowthemajorconceptionsanddefinitionsoflanguage.2) Are familiar with the origin and history of English and its relation to

other languages.3) Know the difference between competence and performance.

3.9.12: Teachers have a thorough

knowledge of the structure of

English.

1) Know the parts of speech including word categories, nouns, verbs and their tenses, adjectives, adverbs, function words, pronouns, articles, auxiliaryverbs,prepositions,intensifiers,conjunctions,andthe

characterics and usages of each.2) Know phrases and phrase types including prepositional phrase,

adjective phrase, adverb phrase, noun phrase, and verb phrase.3)Knowclauses,clausetypesandpatternsincludingfiniteandnonfinite

clauses, main and subordinate clauses, and coordination between clauses.

4)Usebasic knowledgeofEnglish syntax to support instruction in L2reading and writing.

5)Usebasicknowledgeofcompositionalandlexicalsemantics(semanticrules, theories of word meaning, lexical relations, and semanticfeatures) to support instruction in L2 reading and writing.

3.9.13: Teachers have a general

knowledge of the phonetics and phonology of

English.

1)Usearticulatoryphonetics(theproductionofsounds,consonantsandvowels) to support instruction in L2 English speaking and listening.

2) Describe the major varieties of English with special attention to grammatical and orthographic differences between British and North American English.

3)Usebasicknowledgeof inflectionalmorphologyandwordformationprocesses(derivationsandcompounding)tosupportinstructioninL2English reading and writing.

4) Use basic knowledge of discourse analysis to support instruction in L2 English reading and writing.

دليل المتقدم الختبار معلمي اللغة االنجليزية7

Domain Standard Indicators

Theoretical Application

3.9.14: Teachers demonstrate

knowledge and understanding of language acquisition.

1) Demonstrate familiarity with current theories of second language. acquisition relevant to ESL instruction.

2)Know the interrelatedness of first and second language acquisitionand ways in which L1 affects the development of L2.

3)ArefamiliarwiththecommonchallengesexperiencedbyEFLstudentslearning English and are familiar with strategies for overcoming these challenges, particularly those challenges faced by Arabic L1 learners.

3.9.15: Teachers are familiar with

the theoretical and methodological

developments of TESOL.

1) Are familiar with the historical developments of TESOL.2) Are familiar with the major theories and recent trends of TESOL and

their applications.3) Are familiar with the connections between TESOL and other related

disciplines.4) Are aware of the issues related to the relation between language

teaching / learning and culture.

Language Proficiency

3.9.16: Teachers know how to read non-specialized

reading passages with varying

levels of length anddifficulty,comprehend, analyze and

evaluate them.

1)Knowhowtofindexplicitandimplicitinformation.2) Know how to establish logical relations between sentences and

paragraphs.3) Know how to discriminate facts from points of view.4) Know how to distinguish main and minor ideas.5) Know how to interpret referentials.6)Knowhowtosummarizetexts.